Genres - Grades 3+

Lesson Title: Genres

Subject: Library

Grade: 3+

Time: 3 classes – 30 minutes

Materials needed:
Data Charts
Pencils
Large Chart and a pictorial representation for each student (eg: cut out of boys and girls)
Genre Cards

Books:
3-5 books in each of different genres: Historical Fiction, Science Fiction, Informational, Biography, Mystery, Fairy Tales, Poetry,

Vocabulary: Genre

The Point: Students will explore different genres and categorize characteristics on their own. They will come up with the genre words on their own, thus understanding the characteristics of different genres through their own research.


Day 1 – 30 minutes (a longer class time can combine days 1 & 2)

Ahead of time group books into piles by genres. The books should be placed in locations spread out from each other to allow pairs to work. Students should be pre-divided into pairs.
Explain to students that they will be examining and comparing groups of books to find similarities or characteristics of the group.
Explain the rotation and procedure. Each pair should go to the assigned table and examine the books placed there. In the data chart they should record words and phrases that tell characteristics that make the books the same. Students should look at the insides of the book as well as the covers. They should continue to make comparisons and fill in the chart until the signal is given. When the signal is given they will rotate to a new set of books and fill in the chart for that set.
Show them the data charts. Remind them that they do not need to write in complete sentences - words and phrases will be fine. Tell them they will be doing this activity in partners which you will assign. Tell them that one partner must be the recorder and one the reporter. They can decide, but each of them must do one or the other.
Divide into pairs and hand out data sheets. Assign locations
Students should be given 5 minutes at each genre. As the students work, monitor their progress. Remind them that things they right on their chart must be true of all of the books in the group. Stop after 3 or 4 rotations, let them know they will finish next week.




Day 2 – 30 minutes
Ahead of time get the classroom ready with the same books as used last week. Putting them in the same locations will help the rotations to work out right.
Remind the students what they did last week. Students can share the procedure. Check for questions then divide the students into partners and assign locations.
Begin rotation. Today students will finish the remaining rotations. At the end of each 5 minutes give the signal and have students rotate.
After students have been through the rotations have them come back together in a group and discuss their findings. The reporter should do the talking for the pair. Ask each set of partners to report on one of the groups. Then give the other groups a chance to add other words and phrases. Record answers on the large charts (if there is a student who writes quickly and well, you might want to assign a student to record). At the end of each group, talk about what we could call the group. The idea is for the students to come up with the genre name.

Day 3 – 30 minutes

Review what was learned about Genres last week. Discuss what a genre is. Explain that students will have the opportunity to choose which genre they like best.
Give groups of 3 students one book from each genre. Set up cards listing the genres around the room. Students in each group will decide which genre each book belongs in and put the books by the proper cards.
After all groups are finished, show any books that might not be in the right place and re-order them.
Explain that they will now be doing a quick rotation through each of the genres in order to decide which one they like best. When they are at each genre station, they should look over the books until the signal is given to rotate. Divide the class equally among the genres. Give students 1-2 minutes at each genre.
Students come back together in a big group and each places their pictograph on the chart next to the genre they liked the best.
If time allows, talk about the graph. Is one genre liked more by girls or boys? Would the results be the same for a different same grade class? Would they have picked the same genre a year ago? Do they think the results would be the same in a year's time?







Recorder Name: _____________________ Reporter Name:________________________


Book Similarities Data Chart

Compare the similarities of the books in each group. Write down words and phrases that describe how the books are the same. Remember that each word or phrase must be true of all the books in a group.

Group 1





Group 2





Group 3





Group 4





Group 5





Group 6






Group 7

Library Scavenger Hunt

I use this at the start of the year for the Upper Elementary classes to familiarize themselves with what is in the library. Modify it to fit the books and sections you have in your collection




Library Scavenger Hunt
Names:_________________________________________
Each question is worth 10 points. A close guess on #17 will earn you bonus points. Each correct answer on #14 is worth 2 points. Incorrect answers on #16 and 19 will cost you 5 points.

1.A book may be checked out for a period of ______________________.

3-5. Name three magazines found in the library.




6.The section in the library that has books about a person’s life story is called

______________________________.

7.How many computers does the Library have?

8.What is the title of the biography that has the call numbers J 920 FUL?



9.What is the name of a general set of encyclopedia?



10.Books with Dewey numbers are usually _____________________ books.

11.According to the Dewey Decimal Classification System, the 300 section groups together materials on what subject?



12.The call number 612 contains books about what subject?

13.A biography of Anne Frank would have what call numbers and letters?


14.The Reference section has dictionaries of languages other than English. What other language dictionary does this library have?


15.What is the title of the book found at J 793 BLU?


16.Who runs the library?


17.How many books are in the library?


18.What is the title of a book found at J FIC PAR


19.What happens if your book is overdue?

Animal Research - Grade 2

Lesson Title: Animal Research

Subject: Library/Computer Lesson

Grade: 2

Time: 2 Library Days, 2 Computer Lab Days – 30 minutes each

Materials Needed:

1. Computer w/projector in lab for demonstration purposes.

2. Pencils for each day

3. Copies of Data sheets and Research Wheels

4. Paper Fasteners for Research Wheel Assembly

Books:

1. Look Once, Look Again – Tales by David M. Schwartz (or any book that gives clues about animals for the students to figure out)

2. Look Once, Look Again – Mouths by David M. Schwartz

3. Books at the correct reading level about specific animals – enough for 1 for each student with some extra so they have a choice
   

Vocabulary: Research, Observation, Internet, Search, Data,

The Point: Students learn research skills both in the library and on the computer. Students are learning about what resources can be used and where they are located in both the library and on the Internet. In the computer lab, students learn more about using the Internet and also how to save a photo from the Internet to their desktop. They learn how to put the picture in a document and practice typing skills by putting the information they have gathered into a document.

Day 1 – Library- 30 minutes

• Read aloud Look Once, Look Again Tales. Give students a change to guess the animals as you read. Encourage them to look at the picture AND listen to the clues.

• After reading discussion:

  • Who is the author?

  • Was the author born knowing all the information?

  • How did the author learn the information? (looking at the animals/observation , reading about them, looking them up on the computer. All this is called Research!)

• What is research? Finding out about things using the methods you have available to you. (in second grade, can I just go to the jungle and study the bugs there?)

• Inform students that they will be doing a research project. Explain Data Sheet 1, Treasure Words, etc. Show them what the finished riddle wheel looks like. Demonstrate filling out the data sheet using a book about any animal you want (whales or elephants is a good place to start). Pass out papers and books. Give student 10-20 minutes to complete the data sheet. Students should return papers and books to teacher.

Day 2 – Computer Class

Websites: kidsbiology.com kids.nationalgeographic.com

• Explain to students that they will be working on the animal project that they started in library class. Tell them that they will need to pay attention and follow directions. Remind them that if they have a question or get behind, they should raise their hand so that they will be able to stay caught up.

• Students log into computers and follow along with directions/demonstration on screen

• Everyone needs to go to the Internet and type in kidsbiology.com

• Write the website on Data Sheet 2

• Then click on animals

• Find the animal you have been researching and click on it

• Save a photo of the animal

  • right click, choose save image as, change location to desktop, change file name to animal name, click save

• Each student should fill in the information on Data Sheet 2 from the website. Collect the Data Sheets as they finish

Day 3 – Library Class (20 minutes)

• Read Aloud Look Once, Look Again – Mouths

• Review the meaning of Research.

• Pass back Data Sheet 1. Give students the opportunity to share one Treasure Word Fact from their data sheet.

• Explain/Demonstrate putting facts on wheels, drawing pictures, and wheel assembly

• Students add facts and assemble wheel.

Day 4 – Computer Class (30 minutes)

• Give students both of their completed Data Sheets.

• Remind students that they will be continuing on the animal projects they started before. Remind them that they will need to pay attention and follow directions. Remind them that if they have a question or get behind, they should raise their hand so that they will be able to stay caught up.

• Students log into computers and follow along with directions/demonstration on screen

• Open up OpenOffice (applications – office – openoffice spreadsheet)

• Students should type their name and the name of the animal they researched. Save document to with animal name.

• Enter to next line.

• Students type this: I have learned a lot of interesting things about _______. I found out that they live ______________. Some of the things that ______ eat are_____, ______ and _________. One of the most interesting things I learned is_________. Another interesting fact is___________. Did you know that____________?

• save

• Instruct students that they can type in any other information that they would like.

• Format: Title the Report, underline and center. Save

• Add picture to document (insert, picture, from file. File is on desktop). Save

• Type in sources at the bottom – Sources: Book Title, author; Website

• save

• Print

The original idea for the first part of this lesson came from a lesson I adapted off of this website http://teacher.neisd.net/library/public/lessonplan/ This website is a great place for ideas by the way.